The increase in academic dishonesty cases among college students has raised concern, particularly due to the shift towards online learning caused by the pandemic. We aim to develop and implement a method capable of generating tailored questions for each student. The use of Automatic Question Generation (AQG) is a possible solution. Previous studies have investigated AQG frameworks in education, which include validity, user-defined difficulty, and personalized problem generation. Our new AQG approach produces logical equivalence problems for Discrete Mathematics, which is a core course for year-one computer science students. This approach utilizes a syntactic grammar and a semantic attribute system through top-down parsing and syntax tree transformations. Our experiments show that the difficulty level of questions generated by our AQG approach is similar to the questions presented to students in the textbook [1]. These results confirm the practicality of our AQG approach for automated question generation in education, with the potential to significantly enhance learning experiences.

Mitigating hallucinations in large vision-language models (LVLMs) remains an open problem. Recent benchmarks do not address hallucinations in open-ended free-form responses, which we term "Type I hallucinations". Instead, they focus on hallucinations responding to very specific question formats -- typically a multiple-choice response regarding a particular object or attribute -- which we term "Type II hallucinations". Additionally, such benchmarks often require external API calls to models which are subject to change. In practice, we observe that a reduction in Type II hallucinations does not lead to a reduction in Type I hallucinations but rather that the two forms of hallucinations are often anti-correlated. To address this, we propose THRONE, a novel object-based automatic framework for quantitatively evaluating Type I hallucinations in LVLM free-form outputs. We use public language models (LMs) to identify hallucinations in LVLM responses and compute informative metrics. By evaluating a large selection of recent LVLMs using public datasets, we show that an improvement in existing metrics do not lead to a reduction in Type I hallucinations, and that established benchmarks for measuring Type I hallucinations are incomplete. Finally, we provide a simple and effective data augmentation method to reduce Type I and Type II hallucinations as a strong baseline.

With the rapid advancement of natural language processing technologies, generative artificial intelligence techniques, represented by large language models (LLMs), are gaining increasing prominence and demonstrating significant potential for applications in safety engineering. However, fundamental LLMs face constraints such as limited training data coverage and unreliable responses. This study develops a vector database from 117 explosion accident reports in China spanning 2013 to 2023, employing techniques such as corpus segmenting and vector embedding. By utilizing the vector database, which outperforms the relational database in information retrieval quality, we provide LLMs with richer, more relevant knowledge. Comparative analysis of LLMs demonstrates that ChatSOS significantly enhances reliability, accuracy, and comprehensiveness, improves adaptability and clarification of responses. These results illustrate the effectiveness of supplementing LLMs with an external database, highlighting their potential to handle professional queries in safety engineering and laying a foundation for broader applications.

Technological advancements and innovations are advancing our daily life in all the ways possible but there is a larger section of society who are deprived of accessing the benefits due to their physical inabilities. To reap the real benefits and make it accessible to society, these talented and gifted people should also use such innovations without any hurdles. Many applications developed these days address these challenges, but localized communities and other constrained linguistic groups may find it difficult to use them. Malayalam, a Dravidian language spoken in the Indian state of Kerala is one of the twenty-two scheduled languages in India. Recent years have witnessed a surge in the development of systems and tools in Malayalam, addressing the needs of Kerala, but many of them are not empathetically designed to cater to the needs of hearing-impaired people. One of the major challenges is the limited or no availability of sign language data for the Malayalam language and sufficient efforts are not made in this direction. In this connection, this paper proposes an approach for sign language identification for the Malayalam language using advanced deep learning and computer vision techniques. We start by developing a labeled dataset for Malayalam letters and for the identification we use advanced deep learning techniques such as YOLOv8 and computer vision. Experimental results show that the identification accuracy is comparable to other sign language identification systems and other researchers in sign language identification can use the model as a baseline to develop advanced models.

Generative AI (GAI) is impacting teaching and learning directly or indirectly across a range of subjects and disciplines. As educators, we need to understand the potential and limitations of AI in HCI education and ensure our graduating HCI students are aware of the potential and limitations of AI in HCI. In this paper, we report on the main pedagogical insights gained from the inclusion of generative AI into a 10 week undergraduate module. We designed the module to encourage student experimentation with GAI models as part of the design brief requirement and planned practical sessions and discussions. Our insights are based on replies to a survey sent out to the students after completing the module. Our key findings, for HCI educators, report on the use of AI as a persona for developing project ideas and creating resources for design, and AI as a mirror for reflecting students' understanding of key concepts and ideas and highlighting knowledge gaps. We also discuss potential pitfalls that should be considered and the need to assess students' literacies and assumptions of GAIs as pedagogical tools. Finally, we put forward the case for educators to take the opportunities GAI presents as an educational tool and be experimental, creative, and courageous in their practice. We end with a discussion of our findings in relation to the TPACK framework in HCI.

Large language models (LLMs) have shown great potential for the automatic generation of feedback in a wide range of computing contexts. However, concerns have been voiced around the privacy and ethical implications of sending student work to proprietary models. This has sparked considerable interest in the use of open source LLMs in education, but the quality of the feedback that such open models can produce remains understudied. This is a concern as providing flawed or misleading generated feedback could be detrimental to student learning. Inspired by recent work that has utilised very powerful LLMs, such as GPT-4, to evaluate the outputs produced by less powerful models, we conduct an automated analysis of the quality of the feedback produced by several open source models using a dataset from an introductory programming course. First, we investigate the viability of employing GPT-4 as an automated evaluator by comparing its evaluations with those of a human expert. We observe that GPT-4 demonstrates a bias toward positively rating feedback while exhibiting moderate agreement with human raters, showcasing its potential as a feedback evaluator. Second, we explore the quality of feedback generated by several leading open-source LLMs by using GPT-4 to evaluate the feedback. We find that some models offer competitive performance with popular proprietary LLMs, such as ChatGPT, indicating opportunities for their responsible use in educational settings.

Aspect-based sentiment analysis (ABSA) is an important subtask of sentiment analysis, which aims to extract the aspects and predict their sentiments. Most existing studies focus on improving the performance of the target domain by fine-tuning domain-specific models (trained on source domains) based on the target domain dataset. Few works propose continual learning tasks for ABSA, which aim to learn the target domain's ability while maintaining the history domains' abilities. In this paper, we propose a Large Language Model-based Continual Learning (\texttt{LLM-CL}) model for ABSA. First, we design a domain knowledge decoupling module to learn a domain-invariant adapter and separate domain-variant adapters dependently with an orthogonal constraint. Then, we introduce a domain knowledge warmup strategy to align the representation between domain-invariant and domain-variant knowledge. In the test phase, we index the corresponding domain-variant knowledge via domain positioning to not require each sample's domain ID. Extensive experiments over 19 datasets indicate that our \texttt{LLM-CL} model obtains new state-of-the-art performance.

The emergence of large language models (LLMs) has sparked enormous interest due to their potential application across a range of educational tasks. For example, recent work in programming education has used LLMs to generate learning resources, improve error messages, and provide feedback on code. However, one factor that limits progress within the field is that much of the research uses bespoke datasets and different evaluation metrics, making direct comparisons between results unreliable. Thus, there is a pressing need for standardization and benchmarks that facilitate the equitable comparison of competing approaches. One task where LLMs show great promise is program repair, which can be used to provide debugging support and next-step hints to students. In this article, we propose a novel educational program repair benchmark. We curate two high-quality publicly available programming datasets, present a unified evaluation procedure introducing a novel evaluation metric rouge@k for approximating the quality of repairs, and evaluate a set of five recent models to establish baseline performance.

Across a number of sign languages, temporal and spatial characteristics of dominant hand articulation are used to express semantic and grammatical features. In this study of Austrian Sign Language (\"Osterreichische Geb\"ardensprache, or \"OGS), motion capture data of four Deaf signers is used to quantitatively characterize the kinematic parameters of sign production in verbs and adjectives. We investigate (1) the difference in production between verbs involving a natural endpoint (telic verbs; e.g. arrive) and verbs lacking an endpoint (atelic verbs; e.g. analyze), and (2) adjective signs in intensified vs. non-intensified (plain) forms. Motion capture data analysis using linear-mixed effects models (LME) indicates that both the endpoint marking in verbs, as well as marking of intensification in adjectives, are expressed by movement modulation in \"OGS. While the semantic distinction between verb types (telic/atelic) is marked by higher peak velocity and shorter duration for telic signs compared to atelic ones, the grammatical distinction (intensification) in adjectives is expressed by longer duration for intensified compared to non-intensified adjectives. The observed individual differences of signers might be interpreted as personal signing style.

Evaluating open-ended written examination responses from students is an essential yet time-intensive task for educators, requiring a high degree of effort, consistency, and precision. Recent developments in Large Language Models (LLMs) present a promising opportunity to balance the need for thorough evaluation with efficient use of educators' time. In our study, we explore the effectiveness of LLMs ChatGPT-3.5, ChatGPT-4, Claude-3, and Mistral-Large in assessing university students' open-ended answers to questions made about reference material they have studied. Each model was instructed to evaluate 54 answers repeatedly under two conditions: 10 times (10-shot) with a temperature setting of 0.0 and 10 times with a temperature of 0.5, expecting a total of 1,080 evaluations per model and 4,320 evaluations across all models. The RAG (Retrieval Augmented Generation) framework was used as the framework to make the LLMs to process the evaluation of the answers. As of spring 2024, our analysis revealed notable variations in consistency and the grading outcomes provided by studied LLMs. There is a need to comprehend strengths and weaknesses of LLMs in educational settings for evaluating open-ended written responses. Further comparative research is essential to determine the accuracy and cost-effectiveness of using LLMs for educational assessments.